VIDBE-Q Volume 69 Issue 2
like to be pursuing a TSVI degree, practicing as a TSVI, and/or training future
TSVIs in a visual disabilities' teacher preparation program (Figure 1).
Figure 1
Diagram of Study Approach
Through this study, I identified specific barriers teacher candidates with VI
face in their quest to become TSVIs and gained insight into potential solutions to
grant better access to students with VI in university TPPs. Findings show
accessibility to TPPs is often compromised by professors' actions or inactions,
coursework expectations, course delivery methods, and instructional formats.
